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Education (Semester indications are guidelines only. Courses designated as Pathways require permission to enroll from the Paraprofessional Pathways program.)
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EDU 265 - Methods of Teaching Reading for Speech Pathologists
Credit(s): 2
This course addresses the role of the speech pathologist in children’s literacy and the connection to oral language development. Open to speech pathology majors only. FA
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EDU 266 - Methods of Teaching Literacy-Pathways
Credit(s): 6
This course will address the teacher’s role in the process of developing student literacy with a particular focus on constructing meaning in the literature-based classroom. The pre-service teacher will develop knowledge of the theories and principles of literacy development for children and adolescents. Teacher candidates will become familiar with child/adolescent literature and develop the strategies and skills to incorporate quality literature into the curriculum. The course will support the development of a knowledge base of current instructional approaches (use of basal reader, skill-based instruction, and literature-based instruction) for the teaching of reading and writing. In addition, the course will identify appropriate strategies and materials which may be used to enhance the teaching of reading, writing, listening, and interpretation of visual representations. Participants will be required to complete 30 hours of observation in a special education classroom and reflect upon those experiences. Offered according to Pathways schedule.
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EDU 268 - Introduction to Learner Development
Credit(s): 3
This course investigates the psychological development of the child and adolescent through exploring prior experiences and how they impact learning. This course includes an examination of instructional strategies that promote critical thinking and instructional resources, including media communication tools that benefit the teaching and learning processes. Strategies for content literacy are explored through academic language, teaching methodologies, and consultation and collaboration. Mission Core II Course FA, SP
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EDU 269 - Critical Skills in the Teaching Profession with Field Experience
Credit(s): 3
This course investigates the contextual factors of a classroom to examine the role of the educator and the need for curriculum and instructional strategies, evaluation processes, classroom motivation and management skills, and planning for learner diversity. This course also includes an analysis of the history and philosophy of education, along with the legal and ethical aspects of teaching. Guided field experiences provide opportunities to review the critical skills needed in the teaching profession. FA, SP Background Check Required.
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EDU 270 - Introduction to Learner Diversity
Credit(s): 3
Investigates the principles of universal design and differentiated instruction and their application in the psychology and education of exceptional learners. Includes an examination of cultural diversity, English Language Learning, and intellectual and physical ability in conjunction with the classroom community. Strategies for connecting instruction to meet the needs of diverse learners are explored through theories of learning, consultation and collaboration, and technology exploration. FA, SP.
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EDU 271 - Introduction to Content Planning, Delivery, and Assessment
Credit(s): 3
This course provides a foundation in curriculum and instructional planning, instructional strategies and techniques in content area specialty, and assessment methods used to make instructional decisions for diverse learners. Processes for research and analysis of educational competencies that integrate state standards with curriculum and pedagogy will be included, along with assessment strategies that monitor student performance and analyze instruction. FA, SP
Prerequisite(s): EDU 268 , EDU 269 ; EDU 270 .
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EDU 301 - Teacher Education at Fontbonne University
Credit(s): 0
This course is required for all transfer students who have been granted transfer credit for courses equivalent to EDU 269 - Critical Skills in the Teaching Profession with Field Experience /DEA 200 . Students so designated will enroll for the course during their first semester on campus. They will be introduced to teacher education at Fontbonne University to include an understanding of the Conceptual Framework for teacher education; Fontbonne’s lesson planning model; the elements of the final assessment; and all procedures for earning teacher certification through Fontbonne University. The course will be taught predominately online, but a limited number of face-to-face meetings will be required. Students will receive a grade of P/NP. This course is required for major approval for designated transfer students majoring in education or whose content major includes teacher certification. FA, SP
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EDU 306 - Analysis and Correction of Reading Difficulties
Credit(s): 3
Emphasizes techniques for assessing and teaching reading to the students with reading difficulties within the regular elementary or middle school classroom setting. FA, SP
Prerequisite(s): EDU 269 ; EDU 263 (EDU 266 for Pathways: EDU 350 for middle and secondary education majors).
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EDU 307 - Methods of Teaching Early Childhood Special Education
Credit(s): 3
Gives a theoretical and practical basis for teaching children requiring early childhood special education. Emphasizes individualization of educational interventions based upon current as well as classical theories of learning, incorporation of assessment into instruction, appropriate service delivery systems, legal and ethical implications, and the importance of the family in early childhood special education. Includes observations in ECSE programs. SP
Prerequisite(s): EDU 270 , EDU 269 .
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EDU 308 - Methods of Special Education I
Credit(s): 3
This course emphasizes development of teaching techniques, lessons, and curriculum along with the development of appropriate Individualized Education Programs (IEP’s) for students with moderate and multiple disabilities. Assistive technology and instructional technology are explored and applied. Students integrate technology and incorporate multiple methods of assessment into thematic units that they produce. FA
Prerequisite(s): EDU 270 ; EDU 269 .
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EDU 309 - Methods of Special Education II
Credit(s): 3
This course emphasizes content planning and delivery that aligns standards, assessment, and curriculum for students with mild to moderate disabilities in inclusive learning environments. Specialized course focus will include Tiered Systems for Supporting Instruction and Behavior, Instructional and Assistive Technology, Cultural Diversity and English Language Learning. Development of Individualized Education Programs (IEPs) for students with mild to moderate disabilities is also included. This course must be taken concurrently with EDU 314 . SP
Prerequisite(s): EDU 270 ; EDU 269 .
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EDU 310 - Reading Methods Practicum-Elementary
Credit(s): 2
This course provides an opportunity for students to apply reading instructional strategies in elementary school classroom settings. Students observe, assist, and teach under the direction of a cooperating teacher in a 40-hour practicum. This class must be taken concurrently with EDU 306 . FA, SP
Prerequisite(s): EDU 269 ; EDU 263 .
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EDU 313 - Methods & Practicum for Middle, Secondary, & Community Education
Credit(s): 3
This course is designed for students seeking middle or secondary certification in subject specific areas, including students providing community education as professionals. Students will explore and analyze teaching at the middle and secondary level or in the community through readings, discussions, course assignments, lesson and unit development, and content-specific field-based observations and experiences (45 hours for certification; 30 hours for non-certification) in diverse settings. FA, SP, Background check required
Prerequisite(s): EDU 269 or EDU531 for certification students FCS223 for non-certification students.
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EDU 314 - Practicum in Teaching Students with Disabilities
Credit(s): 3
This supervised, clinical experience provides the student with opportunities to apply methods of teaching that are supportive of the needs of students with disabilities across different educational settings in the cross-categorical service model. Behavior management and interpretation and application of formal and informal assessment and diagnostic procedures are addressed as part of this 120-hour practicum experience. This course must be taken concurrently with EDU 309 . SP Background check required
Prerequisite(s): EDU 120; EDU 269 ; EDU 308 .
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EDU 320 - Transition/Career Education and Family Partnerships
Credit(s): 3
This course focuses on the development of competencies that target transition assessment/planning, and transition-related content/instructional strategies, that will lead to the development of comprehensive secondary and post-secondary transitional plans. Emphasis will be placed on the development of collaborative skills to assist families in becoming engaged, educational partners during critical transitional periods and linking families to appropriate support resources. The influence of familial cultural systems and their impact on collaborative relationships between schools and families of students with disabilities will be stressed. FA, SP
Prerequisite(s): EDU 270
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EDU 323 - Mild and Moderate Disabilities in Special Education: Identification and Instruction-Pathways
Credit(s): 6
This course includes the nature of mild/moderate disabilities categorized and served under IDEA in the public schools. Characteristics of educational disabilities that are identified for eligibility of special education services are addressed along with similarities and differences of disability conditions and the implications for educating students with various disabilities in various educational environments. Teaching methods emphasize evidence-based, instructional strategies and procedures for special education settings and inclusive, regular education classrooms. An additional focus is on methods that support student progress in the general education curriculum. Activities include the use of case studies to articulate Response to Intervention (RtI) procedures, and to develop an Individualized Education Program (IEP). Offered according to Pathways schedule
Prerequisite(s): EDU 270
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EDU 325 - Individualized Assessment and Approaches in Early Childhood
Credit(s): 3
Cross-listed with: EDU 525
Emphasis on a variety of assessment and intervention approaches enabling teachers to enhance their skills in identifying and responding to developmental and learning needs of the preschool child. FA
Prerequisite(s): EDU 269 or DEA 200 /DEA 210 .
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EDU 330 - Multisensory Methods for the Social Studies Classroom-Pathways
Credit(s): 4
This course will allow students to understand and develop strategies for addressing the wide diversity of learning styles which they will find in contemporary classrooms. Multiple intelligences theory will be introduced and used to study instructional planning and a variety of effective teaching strategies. The use of art, music and movement will be a targeted focus for enriching the special education classroom. While the multiple intelligences content is applicable to all areas of the curriculum, the content base for the course will be social studies. Students will study the ideas, concepts, and skills that form the foundation for understanding and learning social studies “through the lens” of multiple intelligences theory. Offered according to Pathways schedule.
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EDU 333 - Multi-sensory Methods for the Elementary Classroom
Credit(s): 3
This course will allow students to understand and develop strategies for addressing the wide diversity of learning styles which they will find in contemporary classrooms. Multiple Intelligence theory will be introduced, to include best ways to meet the needs of students who might be artistically, musically, kinesthetically, or otherwise motived. Other theories and frameworks will also be addressed, to include Universal Design for Learning, Differentiated Instruction, Problem-Based Learning with Technology, and strategies to include English Language Learners. FA, SP, SU
Prerequisite(s): EDU 269 or consent of instructor
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EDU 338 - Emergent Literacy Across the Curriculum
Credit(s): 2
This course will involve the study of early literacy, instruction, and assessment. During the course, the student will explore the roots of language and thought as well as how young children learn to construct meaning about the function of symbols and print across the curriculum in the areas of math, science, social studies, and literacy. SP
Prerequisite(s): EDU 269 .
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EDU 339 - Middle School Philosophy, Curriculum, and Instruction
Credit(s): 2
This course will present the philosophy, history, structure, and future direction of the middle school. Students will explore the characteristics of the middle level student, curriculum options, special needs students, the culturally diverse population in the middle school, the role of the teacher, and home and community aspects. FA
Prerequisite(s): EDU 269 or consent of instructor; junior status.
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EDU 350 - Methods of Teaching Reading in the Content Areas
Credit(s): 3
Focuses on methods to enable secondary students to interact with content texts. Emphasis is on strategies for teaching vocabulary, concepts, comprehension, reasoning, and organization in specialty subject areas. SP
Prerequisite(s): EDU 269 or EDU 266 for Pathways students.
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EDU 355 - Analysis and Correction of Math Difficulties
Credit(s): 3
This course provides techniques for general and special educators in teaching students who have difficulty learning math through traditional methods. The course will focus on the structures, strategies, and accommodations necessary for students with disabilities and/or learning challenges, with emphasis on both individualized and general classroom instruction. Students are expected to apply the techniques learned in individualized instructional settings, practicum, or other clinical settings. FA, SP
Prerequisite(s): EDU 269 or EDU 266 for Pathways students; MTH 104 (or equivalent); MTH 350 .
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EDU 373 - Methods of Teaching Social Studies
Credit(s): 3
This course provides a review of the social, political, and economic realities encountered across the culturally diverse regions of the world. Students will have opportunities to formulate, apply, and evaluate teaching strategies for elementary and middle school classrooms using critical thinking strategies and problem solving skills. FA, SP, SU
Prerequisite(s): EDU 269 ; EDU 263
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EDU 392 - Assessment of Ability and Achievement
Credit(s): 3
Study of tests and measurements with emphasis on technical qualities, standardized and classroom test construction, cognitive and affective assessment, legal and ethical issues. Includes analysis and practical experience with diagnostic contemporary instruments. FA, SP
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EDU 394 - Counseling Techniques
Credit(s): 3
Study of counseling strategies for working effectively with children, parents, and families. Communication skills and the processes of balancing competing priorities among parent, child, home, and school will be a focus of the course. The effect of exceptionalities upon the student, his/her parents, and siblings will also be addressed. FA
Prerequisite(s): Junior status.
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EDU 400 - Classroom/Behavior Management Techniques-Elementary/Special Education/Deaf Education
Credit(s): 3
This course addresses theories and principles of behavior management for classrooms. Models of discipline and motivation and their applications to classrooms are a central focus with an emphasis on establishing positive learning environments through use of appropriate behavior management techniques. Topics and activities apply to all levels, regular and special education, from preschool through secondary. Course is recommended to be taken in the semester prior to student teaching. FA, SP, SU
Prerequisite(s): EDU 270 ; EDU 269 or EDU 266 for Pathways students; junior status.
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EDU 401 - Classroom/Behavior Management Techniques-Middle/Secondary
Credit(s): 3
This course addresses theories and principles of behavior management for middle and secondary classrooms. Models of discipline and motivation and their applications to classrooms are a central focus with an emphasis on establishing positive learning environments through the use of appropriate classroom/behavior management techniques. Participants will be required to conduct 30 hours of observations in middle/secondary classrooms, and reflect upon those experiences. A behavior management plan is required of all students. Course is recommended to be taken in close proximity to the student teaching semester. SP
Prerequisite(s): EDU 270 ; EDU 269 ; junior status.
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EDU 410 - Planning for Instruction and Assessment
Credit(s): 3
This course will deepen teacher candidate’s understanding and utilization of the instructional planning process, including curriculum and standards alignment, critical thinking processes, and problem solving strategies. Focus will include the use of tiered assessment processes and strategies designed to monitor student performance and ensure adequate instructional designs for culturally diverse learners. Additionally, students will review the process and products needed to complete their final assessments for certification. FA, SP
Prerequisite(s): Senior status, major approval, and admission to Teacher Certification
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EDU 411 - Clinical Practice for Paraprofessionals -Pathways Only
Credit(s): 3
This final course before field experience provides Pathway students with a review and strengthening of the instructional planning and curriculum design skills which have been imbedded throughout the program. As a clinical experience, students are required to use their assigned classroom as a laboratory to implement course content. The content of the course will include planning and assessment via the Fontbonne lesson planning model. Differentiated instruction will be introduced conceptually and utilized practically as a means to address the needs of diverse learners. Response to Intervention and a deeper understanding of the entire IEP process is included. The relationship of these skills to classroom, school, and district curriculum alignment will be stressed. In addition, the students will address the instructional processes and products needed to complete their final assessment for certification. Offered per Pathways schedule.
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EDU 440 - Student Teaching Practicum
Credit(s): 2-4
This course will allow students, under the supervision of a master teacher, to create, deliver, and assess an interdisciplinary unit of instruction in a local classroom. Several required class meetings will be scheduled. FA, SP Background Check Required
Prerequisite(s): The chair of the department of education/ special education must approve enrollment. (Two hours of credit are transferable to student teaching requirements.)
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EDU 441 - Student Teaching Internship
Credit(s): 2
This course allows students the opportunity to gain valuable experience in a number of classroom situations within a local school. Candidates are selected through an interview process conducted by Fontbonne University and the teachers and administrators of the participating school. The candidate will be integrated into the broad spectrum of activities in the participating school. The student is jointly supervised by school and university staff, and is expected to exemplify the highest levels of competency for Fontbonne teacher education candidates. Offered as needed. Background Check Required
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EDU 447 - Planning for Instruction and Assessment-Middle and Secondary
Credit(s): 3
This course will provide the skills and knowledge to teacher certification candidates in middle school and high school which will deepen their understanding and utilization of the instructional planning process and the importance of curriculum alignment. The course will build upon and strengthen the skills and knowledge related to instructional planning and assessment acquired through the various certification courses the students have taken previously. The content of the course will include a solid foundation in curriculum alignment which includes planning and assessment via Fontbonne’s lesson planning model. In addition, the students will address the instructional process and products needed to complete their Final assessment for certification. FA, SP Background Check Required
Prerequisite(s): Admission to teacher certification candidacy.
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EDU 453 - Student Teaching in Early Childhood Special Education
Credit(s): 2-12
A minimum of seven weeks of full-day sessions in directed observation and teaching in classrooms for students with disabilities in a pre-school-3rd grade setting, to include conferences with cooperating teachers and college supervisors. Early Childhood majors will also complete a minimum of seven weeks (6 credit hours) in EDU 450 - Student Teaching at the Elementary Level* or EDU 452 - Student Teaching at the Preschool-K Level* , depending upon the age-range experienced in EDU 453. Students may earn additional credits for additional weeks in the classroom, with a limit of sixteen credits for the combined placements. FA, SP Background Check required
Prerequisite(s): Admission to Teacher certification candidacy.
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EDU 490 - Independent Study
Credit(s): 1-3
A course which augments (as opposed to replaces) any course within the curriculum.
Prerequisite(s): Junior or senior status; permission of instructor.
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EDU 494 - Special Topics
Credit(s): 1-3
Course offered to provide students the opportunity to supplement regular course offerings. Offered on a one-time or irregular basis.
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EDU 500 - Behavior Management Techniques
Credit(s): 3
This course addresses theories and principles of behavior management for classrooms. Models of discipline and motivation and their applications to classrooms are a central focus with an emphasis on establishing positive learning environments through use of appropriate behavior management techniques. The student chooses one approach to classroom/behavior management to explore in depth. Topics and activities apply to all levels, regular and special education, from preschool through secondary. ON SITE: FA, SP; ONLINE: SU
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EDU 505 - Introduction and Methods of Teaching Cross-Categorical Disabilities
Credit(s): 4
This course provides a basic understanding of the nature of disabilities to include learning disabilities, behavior disorder, intellectual disabilities and physical impairment and other health impairments. Similarities and differences of disability conditions will be addressed along with implications of working with various disabilities in cross-categorical settings. In addition, this course provides procedures and strategies for teaching students with cross-categorical disabilities. ON SITE: SU
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EDU 509 - Reading Methods Practicum in Elementary
Credit(s): 3
This course provides an opportunity for students to construct and apply reading instructional strategies in elementary school classroom settings. Students observe, and teach under the direction of a cooperating teacher. Mid-level practicum hours are included in this course. FA
Prerequisite(s): EDU 569 , EDU 549 , EDU 553 .
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EDU 514 - Practicum in Teaching Students with Disabilities
Credit(s): 3
This supervised, clinical experience provides the student with opportunities to apply methods of teaching that are supportive of the needs of students with disabilities across different educational settings in the cross categorical service model. Behavior management and interpretation and application of formal and informal assessment and diagnostic procedures are addressed as part of this practicum experience. SP
Prerequisite(s): EDU 568 , EDU 569 , EDU 572 . Background check required.
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EDU 518 - Methods and Practicum for Middle, Secondary and Community
Credit(s): 3
This course is designed for students seeking middle or secondary certification in subject specific areas, as well as students providing community education as professionals. Students will explore analyze, and apply teaching at the middle, secondary level, or in the community through readings, discussions, course assignments, lesson and unit development, and contact-specific field-based observations and teaching experiences (45 hours for certification; 30 hours for non-certification) in diverse settings. FA
Prerequisite(s): EDU 568 , EDU 569 , EDU 572 ; Background Check required.
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EDU 520 - Transition/Career Education for Students with Disabilities
Credit(s): 2-3
This course assists teachers in understanding the tasks necessary to allow for a smooth transition of students with disabilities from the K-12 educational environment to the world of work or post-secondary vocational or academic education. Emphasis will be placed upon the collaboration of educators with other agencies that can assist in this effort. ON SITE: SP (EVEN YEARS)
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EDU 523 - Mild and Moderate Disabilities in Special Education: Identification and Instruction-Pathways
Credit(s): 6
This course includes the nature of mild/moderate disabilities categorized and served under IDEA in the public schools. Characteristics of educational disabilities that are identified for eligibility of special education services are addressed along with similarities and differences of disability conditions and the implications for educating students with various disabilities in various educational environments. Teaching methods emphasize evidence-based, instructional strategies and procedures for special education settings and inclusive, regular education classrooms. An additional focus is on methods that support student progress in the general education curriculum. Activities include the use of case studies to articulate Response to Intervention (RtI) procedures, and to develop an Individualized Education Program (IEP). OFFERED AS NEEDED.
Prerequisite(s): EDU 120 Psychology of the Exceptional Child or EDU 586 - Studies in Disability and Exceptionality .
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EDU 524 - Language of the School-Aged Child
Credit(s): 3
This course is a comprehensive review of language development and disorders in school-age children and adolescents who are deaf or hard-of-hearing. Topics include audiologic trends, the development of speech and language, educational programming, mainstreaming and inclusion issues, instructional planning, early intervention, and the needs of the hard-of-hearing child. ONLINE: FA
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EDU 525 - Individual Assessment and Approaches in Early Childhood Special Education
Credit(s): 3
Emphasis on a variety of assessment and intervention approaches enabling teachers to enhance their skills in identifying and responding to developmental and learning needs of the preschool child. FA
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EDU 525 - Individualized Assessment and Approaches in Early Childhood Special Education
Credit(s): 3
Emphasis on a variety of assessment and intervention approaches enabling teachers to enhance their skills in identifying and responding to developmental and learning needs of the preschool child. ON SITE: FA
Prerequisite(s): EDU 269 or DEA 200 /DEA 210 .
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EDU 528 - Universal Design for Learning
Credit(s): 3
This course examines the three primary brain networks (recognition, strategic, and affective) that support the concept of Universal Design for Learning (UDL) and how we can provide multiple means of representation, action/expression, and engagement to support these networks when we design learning experiences. Additionally, UDL principles will be explored across the venues of research and development, professional engagement, and capacity building. ON SITE: FA, SP
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EDU 529 - Enhancing Student Achievement through Positive Behavioral Supports
Credit(s): 3
This course focuses upon positive school climate and productive behavior of diverse students in inclusive, educational settings. A major component of this course is the study of research-validated practices that support classroom management and school-wide management procedures. A framework of effective behavior supports is applied that maximizes achievement and socialization for school-wide, classroom, and individualized programs. Emphasis is placed upon the teacher’s role in developing and sustaining student motivation, self-regulation, and resiliency. Importance of collaboration with colleagues, administration, family, and community will also be addressed. ONLINE: FA, SP
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EDU 530 - Understanding the Diverse Learner
Credit(s): 3
This course focuses on the impact of culture upon student achievement, the cognitive styles of diverse learners and the context of the predominant school culture in which they find themselves. Theories that address the academic achievement gap and the over-identification of diverse learners for special services are discussed. Research on the importance of the teacher-student relationship as it affects achievement is also examined. ON SITE: SP
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EDU 535 - Technology Integration for Students with Special Needs
Credit(s): 3
This course emphasizes development of teaching techniques, lessons, and curriculum, along with developing appropriate Individualized Education Programs (IEP’s) for students with moderate and multiple disabilities. Assistive technology and instructional technology are explored and applied. Students integrate technology and incorporate multiple methods of assessment into thematic units that they produce. Ethical implications of technology and effects on diverse populations are explored and discussed. Offered as needed.
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EDU 542 - The Teacher as Leader
Credit(s): 3
This course will examine the changing role of the teacher in contemporary schools. Students will learn leadership skills and methods for impacting educational organizations. Students will be introduced to strategies for creating a climate for new ideas. ON SITE: FA, SP; ONLINE: SU
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EDU 543 - Contemporary Issues in Education
Credit(s): 3
This course provides a current context for the practicing professional and will focus upon current readings and events. Participants will gain a perspective of the many forces that affect the classroom and the school setting, such as school safety, inclusion of students with disabilities, technology, state and national policy, etc. The impact of these issues on current and future educational planning and practice will be emphasized. ON SITE or ONLINE: SP
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EDU 549 - Foundations of Reading Instruction
Credit(s): 3
Study of the foundations of reading pedagogy, practice, theory, and research. This graduate course addresses concepts of emerging literacy, comprehension of narrative and expository texts, use of literature and text media, interactions between reading and writing, development of vocabulary and decoding, classroom organization, and various forms of formal and informal assessment. ON SITE: SP; ONLINE: FA, SU
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EDU 550 - Reading and Writing Across the Curriculum
Credit(s): 3
This course provides strategies for teaching vocabulary, concepts, comprehension, reasoning, and organization in specialty subject areas. Included are theoretical bases and methodologies for incorporating reading and writing skills within content areas of instruction. ON SITE: FA; ONLINE: SP, SU
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EDU 551 - Literature-Based Reading for Diverse Learners
Credit(s): 3
An exploration of quality, authentic books for young people from pre-kindergarten through the middle school years. Participants will explore a range of literature for young people and develop ways to adapt literature to the numerous cultures and customs found among students in school settings. ON SITE: SP; ONLINE: FA, SU
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EDU 553 - Assessment and Teaching of Students with Reading Difficulties
Credit(s): 3
A review of tests and instruments such as cognitive achievement, informal, and affective are used to assess students with reading difficulties. A reading case report based on documented strengths and needs of a student with reading disabilities is developed. Analysis and remedial teaching processes to address those needs are practiced. ONLINE: FA, SP
Prerequisite(s): EDU 549 .
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EDU 566 - Language and Literacy for Students at Risk
Credit(s): 3
This course is intended for graduate students in speech-language pathology, deaf education, regular education, and special education. It will explore practical methods of assessment, supportive strategy development, and curricular adaptations for children who are “at risk” for language and learning difficulties. ON SITE: SP, SU
Prerequisite(s): EDU 549 ; EDU 550 or comparable course.
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EDU 567 - Communication and Behavior: An International Perspective
Credit(s): 3
This course utilizes important internationally validated models of current research and promising practice that demonstrate the impact of communication and antecedent conditions on reducing negative behavior and teaching productive behavior in schools. Students enrolled in the course will visit schools in England and interact with international educators. ON SITE: SP
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EDU 568 - Exploration of Learner Development
Credit(s): 3
Investigates the psychological development of the child and adolescent through exploring prior experiences and how they impact learning. Includes an examination and critique of instructional strategies that promote critical thinking and instructional resources, including media communication tools that benefit the teaching and learning processes. Strategies for contact literacy are explored and analyzed through academic language, teaching methodologies, and consultation and collaboration. ONLINE: SP; ON SITE: SU
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EDU 569 - Critical Skills in the Teaching Profession with Field Experience
Credit(s): 3
This course investigates the contextual factors of a classroom to examine the role of the educator and the need for curriculum and instructional strategies, evaluation processes, classroom motivation and management skills, and planning for learner diversity. This course also includes an analysis of the history and philosophy of education, along with the legal and ethical aspects of teaching. Guided field experiences provide opportunities to review the critical skills needed in the teaching profession. Background check required. ON SITE: FA, SP
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EDU 572 - Exploration of Learner Diversity
Credit(s): 3
Investigates the principles of universal design and differentiated instruction and their application in the psychology and education of exceptional learners. Includes an examination of cultural diversity, English Language Learning, and intellectual and physical ability in conjunction with the classroom community. Strategies for connecting instruction to meet the needs of diverse learners are explored through theories of learning, consultation and collaboration, and technology exploration. FA, SP
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EDU 575 - Content Planning, Delivery, and Assessment
Credit(s): 3
This course provides a foundation in curriculum and instructional planning, instructional strategies, and techniques in content area specialty, and assessment methods used to make instructional decisions for diverse learners. Processes for research and analysis of education competencies that integrate state standards will curriculum and pedagogy will be included, along with assessment strategies that monitor student performance and analyze instruction. FA, SP
Prerequisite(s): EDU 568 , EDU 569 , EDU 572
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EDU 579 - Legal and Ethical Issues in Special Education
Credit(s): 3
This course provides a review and examination of major federal legislation and judicial decisions relevant to the provision of special education and the rights of students with disabilities and their families. Primary focus will be on the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act, American with Disabilities Act, and Missouri regulations for the implementation of the Missouri State Plan for Special Education. Emphasis will be placed on the history of the law, procedural rights, educators’ responsibilities, and implications of case law.
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EDU 582 - Practicum in Teaching Students with Cross Categorical Disabilities
Credit(s): 3
This clinical experience affords the opportunity to work with students with cross-categorical disabilities in the areas of instruction, behavior management, the interpretation of individualized tests, as well as formal and informal diagnostic procedures. Background Check Required. ONLINE: FA, SP, SU
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EDU 583 - Practicum in Diagnosis of Reading Difficulties
Credit(s): 3
This course offers a case study approach to the diagnosis and correction of reading difficulties, applications of diagnostic instruments, and correctional strategies with hands-on application of these practices. A supervised practicum of 40 hours working with an elementary and a secondary student is required. Data collected is translated into teaching prescriptions. Practicum students prepare a parent/family literacy project. ONLINE: FA, SP, SU
Prerequisite(s): EDU 553 . Background Check Required.
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EDU 584 - Practicum in the Remediation of Reading Difficulties II
Credit(s): 3
This course offers a case study approach to identification of instructional goals, remedial teaching strategies, selection of instructional materials, and assessment of learning progress. A supervised practicum of 40 hours working with an elementary and secondary student is required. Practicum students will develop a PowerPoint presentation to teach educational colleagues strategies for improving reading. ONLINE: FA, SP, SU
Prerequisite(s): EDU 583 . Background Check Required.
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EDU 585 - Research Methods in Education
Credit(s): 3
This course provides an introduction to educational research for students from both the qualitative and quantitative research paradigms. Topics will include the nature and purposes of research, planning, and conducting research; critiquing and evaluating research; sampling; survey and experimental design; evaluation research; naturalistic observation and inquiry; measurement and methods of data collection; ethics; and the use of computers in data analysis. Methods are considered for collecting both quantitative and qualitative data. A major focus will be to prepare students to conduct an action research project and to submit appropriate Institutional Review Board forms for the action research project. ON SITE: FA; ONLINE: FA
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EDU 586 - Studies in Disability and Exceptionality
Credit(s): 3
This course is based on extensive study in areas of disability and society, disability and the media, and the civil rights quest of people with disabilities. Students will attend speaker forums of experts in disabilities, will be involved in meetings of a conference or organized advocacy group, and prepare their own presentations on appropriate topics to gain multiple perspectives of ability/disability and an understanding of exceptionality and disability culture. ON SITE: FA, SP
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EDU 587 - Directed Readings in Education and Disability
Credit(s): 1-3
This independent study is for students who wish to pursue a special area of study within the area of education and disability. The course will be offered pending availability of an instructor. Students are limited to one directed readings course during their graduate program of study. ON SITE: FA, SP
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EDU 588 - Action Research
Credit(s): 3
This course builds upon the skills learned and practiced in EDU 585 - Research Methods in Education . This course will assist the student in applying the elements of action research based upon classroom experiences with their students. The student will structure an original action research project for the purpose of implementation during the student’s final semester. It is the culminating activity of the MA program and should exemplify the best work of the student as a reflective practitioner of classroom-based research. ON SITE: SP; ONLINE: SP
Prerequisite(s): EDU 585 .
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EDU 590 - Dissertation
Credit(s): 4
Over the course of two or more semesters, students work collaboratively with members of their dissertation committee to develop a proposal to submit to the Institutional Review Board, collect and analyze data, writing the dissertation and preparing for the dissertation defense. FA, SP, SU
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EDU 591 - Educational and Psychological Assessment
Credit(s): 3
This course examines the major principles of educational assessment. In includes an overview of the field and basic descriptive statistics. An emphasis will be placed on norm- as well as curriculum-referenced assessment of ability and achievement, legal and ethical requirements for measurement, interpretation of scores, and the relationship of the assessment process to instruction. (This course meets certification requirements for assessment related to reading. It does not meet requirements for special education certification.) ONLINE: SP
Prerequisite(s): EDU 549 , EDU 550 or equivalent course.
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EDU 592 - Assessment of Ability and Achievement
Credit(s): 3
Study of tests and measurements with emphasis on technical qualities, standardized and classroom test construction, cognitive and affective assessment, legal and ethical issues. Includes analysis and practical experience with diagnostic contemporary instruments. ON SITE: FA, SP
Prerequisite(s): EDU 269 .
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EDU 594 - Special Topics in the Profession
Credit(s): 1-3
The special topics area offers the student the opportunity to explore a variety of topics through independent study, through special courses offered through the master’s program, or through pre-approved workshops offered through other entities. Offered as needed.
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EDU 595 - Counseling Techniques
Credit(s): 3
This course is designed to assist practitioners in working with exceptional students along with their parents and families. The effects of exceptionality upon individual and family dynamics are emphasized. Students are introduced to counseling techniques and a variety of professional communication skills. ON SITE: SP; ONLINE: FA
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EDU 596 - Counseling and Collaborating with Diverse Populations
Credit(s): 3
This course focuses on the educational professional’s ability to become an effective counselor, collaborator, and consultant in support of students whose differences may impact their social and/or academic performances. The participant develops understanding of the unique nature of children and the families and increases one’s repertoire of communication skills to support productive interactions. Models of collaboration and consultation are studied as they support effective communications with diverse populations. Areas of diversity emphasized are those of students and families with disabilities, those with language, ethnic and cultural differences, and those of low socio-economic status. ON SITE: FA
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EDU 597 - The Instructional Process
Credit(s): 3
This course, taken the last semester prior to student teaching/field experience, will build upon the previous work in the MAT program related to curriculum/ instructional planning; understanding diverse learners and differentiating instruction; the use of technology, behavior management; reading strategies, etc. into a coherent method for planning, delivering and assessing instruction. Candidates will be provided instruction in the instructional processes and products needed to complete the culminating project for teacher certification. Candidates will be required to present a model unit plan which incorporates all factors of the instructional process and work with a classroom teacher at the appropriate level of certification to validate that model. ON SITE: FA, SP
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EDU 724 - Language of the School-Aged Child
Credit(s): 3
This course is a comprehensive review of language development and disorders in school-age children and adolescents who are deaf or hard-of-hearing. Topics include audiologic trends, the development of speech and language, educational programming, mainstreaming and inclusion issues, instructional planning, early intervention, and the needs of the hard-of-hearing child. SU
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EDU 728 - Universal Design for Learning
Credit(s): 3
This course examines the three primary brain networks (recognition, strategic, and affective) that support the concept of Universal Design for Learning (UDL) and how we can provide multiple means of representation, action/expression, and engagement to support these networks when we design learning experiences. Additionally, UDL principles of will be explored across the venues of research and development, professional engagement, and capacity building. SU
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EDU 729 - Interactive Technology for Teaching
Credit(s): 3
This course will provide an overview of assistive technology in the classroom. Students will also learn to develop simple educational apps. Strategies for integrating technology seamlessly into the classroom to enhance learning will be included. SP
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EDU 740 - Critical Literacy: Learning in the 21st Century
Credit(s): 3
This course studies critical literacy in relationship to 21st century learning, and includes theoretical foundations and critical literacy components. Text as a broad experiential medium is examined (including music, advertising, video, and speech) with the expectation of understanding its empowering potential for both students and teachers. SU
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EDU 741 - Developing Assessments to Inform Instruction
Credit(s): 4
This two semester, two part course will familiarize the student with the concept if data literacy. Principles of developing assessments will be explored as well as interpretation of results to inform or change instruction and demonstrate impact of the instruction. Materials learned will be applied simultaneously in a practice environment. This course includes participation in the Data Days and Data Symposium. FA
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EDU 742 - Data Literacy: Using Assessments to Inform Instruction
Credit(s): 4
This two semester, two part course will familiarize the student with the concept if data literacy. Principles of developing assessments will be explored as well as interpretation of results to inform or change instruction and demonstrate impact of the instruction. Materials learned will be applied simultaneously in a practice environment. This course includes participation in the Data Days and Data Symposium.
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EDU 766 - Language and Literacy for Students at Risk
Credit(s): 3
This course is intended for graduate students in speech-language pathology, deaf education, regular education, and special education. It will explore practical methods of assessment, supportive strategy development, and curricular adaptations for children who are “at risk” for language and learning difficulties. SP
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ENG 95 - College Writing Skills
Credit(s): 3
Prepares students for academic writing at the college level. Emphasis on the writing process; responding to generating and organizing content; improving syntax, diction, usage, and mechanics. Students should gain confidence along with competence. A student must achieve a minimum grade of C- or better in a developmental course in order to move to the next level course. Credit will be applied to the 120-hour degree requirement as elective credit. FA, SP
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ENG 101 - Composition I
Credit(s): 3
Focuses on the development of a writing process. Students learn various strategies for exploring and focusing their thinking. Practice in developing a thesis, choosing a rhetorical strategy, and communicating clearly, correctly, and effectively. Frequent student writing, evaluation, and revision; conferences. FA, SP
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ENG 102 - Composition II
Credit(s): 3
Critical study and textual analysis of expository essays; emphasis on critical thinking, analysis, and argumentation as well as on developing increasing stylistic sophistication. Review of the tools of research. FA, SP, SU
Prerequisite(s): ENG 101 or equivalent.
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ENG 120 - Introduction to Literature
Credit(s): 3
Develops an appreciation for literature through the study of fiction, poetry, and drama; introduction to literary analysis, including critical terms; practice in writing about literature. FA, SP, SU
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ENG 200 - Introduction to English
Credit(s): 3
Serves as introduction to the purposes and scope of the majors in literary studies, English for secondary certification, and professional writing. Provides majors with a foundation in the concepts and methods necessary for further study in the field. Includes introduction to specific research resources and consideration of career options. Even FA
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ENG 201 - Business Writing
Credit(s): 3
The theory behind the practice of various forms of business writing-letters, memos, proposals and reports. Emphasis on formulating communication objectives, analyzing the audience, structuring the message, and adopting an appropriate style. Individualized projects allow students to adapt the course to their own needs. FA, SP
Prerequisite(s): ENG 101 or equivalent.
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ENG 202 - Intensive Grammar Review
Credit(s): 1
This course introduces students to the discipline of traditional English grammar, including analysis of grammar and style and frequent practice of grammatical and stylistic principles. Offered as interest warrants.
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